What does the Executive Committee want to put
this information to make it easier to locate.

Where should a link be put in the PPM so this
information can be found easier?

Never intended to be a standard for existing
courses.

Meant to be a guideline for new courses.

It has an impact on courses being approved by the
Curriculum Committee.

Committee doesn’t monitor the time that faculty assign students outside
of class.

Credit Ratios

Fran Butler and Craig
Bergeson collaborated and came up with the proposed language (highlighted in
yellow).Curriculum PPM Section 5.The following is the recommendation, passed by the University Curriculum
Committee, to take to Executive Committee:

CREDIT RATIOS - Academic credit is a
measure of the total time commitment required of a typical student in a
particular course of study. Total time consists of three components: (1)
instructional time—which may be face-to-face,
online, or a combination
of the two; (2) time spent in laboratory, studio, fieldwork, or other
scheduled activity; (3) time devoted for reading, studying, problem solving,
writing, or

preparation. One
full-semester credit hour is assigned in the following ratio of component hours
per week devoted to the course of study: (1) lecture courses
(which include
face-to-face, online and hybrid) – one contact hour or equivalent
instructional time for each credit hour,
(two hours of outside
work implied, meaning that for a three-credit-hour class a student should plan
to spend a total of nine hours per week in some combination of instructional
time and outside study); (2) laboratory or studio course – at least two
contact hours for each credit.

WHEREAS, Recent language in PPM 6-2 removed provisions requiring early completion
of these courses; therefore be it

RESOLVED,That the faculty senate encourages the administration to explore
appropriate policies to support students in acquiring these developmental skills
and ensure that developmental courses are completed as early in students’
coursework as possible.

DISSCUSSION

PPM 6-2 Admissions, at the last Senate meeting the section concerning
Developmental English and Math placement was removed from this section of the
PPM.

The reason was that the committee did not want to update the PPM every time this
policy was revised.

WSU Math & English Placement Standards document is currently under review.

The action said that we aren’t going to remove people from the university
because they haven’t finished their developmental courses.

What was found is they leave and don’t take any courses.

The ones that would have been subject to the policy won’t leave.

Hurts the student in the long run.

Students can’t do other courses if they don’t know Math.

Issue is that there is a four course sequence they won’t finish until they are
Juniors.

If they fail a course they could be seniors when they finish.

May have an impact on enrollments.

Look at the syllabus for Math 950.

Recommend to change “policies” to“strategies”
in the last sentence of resolution as follows:

“That the faculty senate
encourages the administration to explore appropriate
policies strategies
to support students in acquiring these developmental skills and ensure that
developmental courses are completed as early in students’ coursework as
possible.”

MOTIONMotion to move the resolution on Developmental Courses forward to the
Faculty Senate with the change from “policies”
to “strategies” as edited above by Ed Hahn.

SECONDAlicia Giralt

OUTCOMEUnanimous

General Education Diversity Mission Statement- Eric Amsel

Diversity Mission Statement (1-21-14)

General Education at Weber State University supports the development of cultural
competencies through designated Diversity (DV) courses which prepare students to
recognize a plurality of perspectives, including their own, to function
successfully in a global society.

Diversity Learning Outcomes

Students who successfully complete a General Education Diversity Course will:

1.describe his/her own perspective as one among many,

2.identify values and biases that inform perspectives of oneself and
others,

3.recognize and articulate the rights, perspectives, and experiences of
others.

Further discussion to take place at a future Executive Committee meeting.

Program Review Process
– Eric Amsel

Write best practices not sure how it gets done or where it should go.

Resolution processes.

Revisit Adjunct and Supplemental
Pay
– Patti Cost

Peggy Saunders wrote an email to voice her concerns about Adjunct and
Supplemental pay.She requests
that the Executive revisit the following issues.

1.A raise for the summer
supplemental pay per credit hour.

2.Moving control of what a
department offers away from Continuing Education into the specific
college/department (currently we can only offer “the number of credits we
offered last summer semester” which ties our hands for broadening our
offerings).

3.an ability to allow summer
semester to count towards the load a professor must maintain for the academic
year (i.e. if someone teaches a 3 credit hour course in the summer without
supplemental pay, he/she would be allowed to reduce fall load to 9 credit hours
(of course with permission from the department chair and possibly the dean).

DISCUSSION

Is hard to project what the legislature will give for salary increases.

Salary committee determines what percentage is given for salary increases.

Salary committee could take a tenth of the money for faculty increases and
earmark it for Adjunct pay increase, but will they vote for it?

Past several years there hasn’t been the budget to support an increase
supplemental and adjunct pay.

Doesn’t seem right that adjuncts are making the same as they did 10 years ago.

This issue seems like a further discussion needs to take place and charges need
to be assigned to the committeesfor
further discussion.